Relationships Between Cognitive Impairments and Motor Learning After Stroke: A Scoping Review.

Caroline M Rajda, Katrina Desabrais, Mindy F Levin
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Abstract

Background: Stroke is one of the leading causes of chronic disability worldwide. Sensorimotor recovery relies on principles of motor learning for the improvement of movement and sensorimotor function after stroke. Motor learning engages several cognitive processes to effectively learn and retain new motor skills. However, cognitive impairments are common and often coexist with motor impairments after stroke. The specific relationships between poststroke cognitive impairments and motor learning have not been determined.

Objectives: To summarize the existing evidence related to cognitive impairments and motor learning after stroke. Specific goals were to determine: (1) how motor learning is studied in individuals with poststroke cognitive impairments; (2) how cognitive impairments are assessed; (3) which cognitive domains impact motor learning.

Results: Over 400 studies were screened for specific inclusion criteria and 19 studies that related poststroke cognitive impairments to motor learning were included. Studies used a wide variety of experimental designs, sample sizes, and measures for cognitive evaluation. Cognitive impairments impacting motor improvement and learning capacity after stroke were reported in all but 4 studies. The most common domains impacting motor learning were attention, executive function, and memory.

Conclusion: Detailed cognitive assessments, retention testing, and a combination of clinical and kinematic outcomes are recommended for future studies. The presence of specific cognitive impairments measured with sensitive instruments should be considered when designing effective training interventions for patients with stroke to maximize sensorimotor recovery.

中风后认知障碍与运动学习之间的关系:范围综述》。
背景:中风是导致全球慢性残疾的主要原因之一。感知运动恢复依赖于运动学习原理,以改善中风后的运动和感知运动功能。运动学习涉及多个认知过程,以有效学习和保持新的运动技能。然而,认知障碍很常见,而且常常与卒中后的运动障碍同时存在。脑卒中后认知障碍与运动学习之间的具体关系尚未确定:总结与脑卒中后认知障碍和运动学习相关的现有证据。具体目标是确定:(1)如何研究脑卒中后认知障碍患者的运动学习;(2)如何评估认知障碍;(3)哪些认知领域会影响运动学习:结果:根据特定的纳入标准筛选了 400 多项研究,并纳入了 19 项与脑卒中后认知障碍和运动学习有关的研究。这些研究采用了多种实验设计、样本大小和认知评估措施。除 4 项研究外,其他所有研究都报告了影响卒中后运动改善和学习能力的认知障碍。影响运动学习的最常见领域是注意力、执行功能和记忆力:结论:建议在今后的研究中进行详细的认知评估、保持测试,并结合临床和运动学结果。在为脑卒中患者设计有效的训练干预措施时,应考虑是否存在通过敏感仪器测量的特定认知障碍,以最大限度地促进感觉运动的恢复。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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